Good Practice examples - IV4J · PRACTICES/METHODOLOGIES in VET: Entrepreneurship Education,...

IV4J Erasmus+ project 2016-1-DE02-KA202-003271

Good Practice examples Innovation in VET for Jobs and Employment Collected by GET TALLAGHT WORKING CO-OPERATIVE LIMITED - IRELAND

1 good practice examples IV4J

Good Practice

Summary About the project ............................................................................................................................ 2

Document background .................................................................................................................. 4

GP 1 - The “Gripple” Methodology for inspiring Innovation activity, developed by Ready Unlimited for VET .......................................................................................................................................................... 5

GP 2 - Service Design (the Swindon “LIFE” programme) .......................................................................... 9

GP 3 - eFuture Programme on Life and Work Skills ..................................................................... 22

GP 4 - McDonalds Till Training Game, McDonalds UK / Ireland .................................................... 23

GP 5 - ALISON OER .................................................................................................................... 26

GP 6 - ECVET METHODOLOGICAL FRAMEWORK (QUAKE PROJECT)– Mary Immaculate College, Limerick

Credits ............................................................................................................................................ 0


Good Practice

About the project

IV4J is a project funded with support from the European Commission under Erasmus+ Programme - Key action 2 – Strategic Partnerships for vocational education and training - Development of Innovation. BACKGROUND There is an urgent need to introduce new models of innovation in VET and in all educational system, especially if they are connected with the achievement of the EU 2020 goals defined and declared in the Europe 2020 flagship initiative An Agenda for New Skills and Jobs(ensure that people acquire the skills needed for further learning and the labour market through advanced and innovative VET) but also in ET2020 strategy, Opening Up Education policy and Erasmus+ horizontal and VET-specific priorities. REASON FOR THE PROPOSAL The proposal is in line with the above mentioned policies/strategies. The elements the proposal is based on are:

• Introduce strong innovation in the VET system thanks to alternative and successful methodologies and approaches to the learning environment, in order to create a novel system aimed at job-oriented learning: the partners are aware of the lack of an effective system to transfer knowledge and provide learners of skills necessary for self-employment or employment

• The selected methodologies/approaches are: Entrepreneurship education, Work-Based Learning, Creative Problem Solving Methodology, Web 2.0 tools for VET, Gamification, Simulation and Digital storytelling, Open Educational Resources, ECVET implementation.

The PROJECT PROPOSAL is about innovation in VET and would like to explore innovation in VET in Europe and create several guidelines (interactive, practical and easy-to-use tips) about the ways to introduce a revolution in a job-oriented VET system. OUTPUTS/RESULTS The project aims to:

• Research, explore and discover from across EU successful GOOD PRACTICE examples about innovation in VET

• Promote the development, testing and implementation of INNOVATIVE PRACTICES/METHODOLOGIES in VET: Entrepreneurship Education, Work-Based Learning, Creative Problem Solving Methodology, Web 2.0 tools for VET, Gamification, Simulation and Digital storytelling, Open Educational Resources, ECVET implementation.

• Transfer the knowledge about the METHODOLOGIES through a large series of interactive GUIDES describing the methodologies, explaining in detail how to implement them in VET, introducing tips and providing a suggested quality management system

• Create a WEBSITE integrated with Wiki, Blog and Social Networks containing a DATABASE OF MATERIALS TRANSLATED into all partners’ National languages to promote and encourage extensive exploitation and dissemination

• Stimulate ENTREPRENEURSHIP and WORK and JOB-ORIENTED LEARNING


Good Practice

• Disseminate the project outputs and results throughout EU with a database of OPEN EDUCATIONAL RESOURCES available through open licences thanks to intensive traditional and social media campaigns

• Arrange a series of MULTIPLIER EVENTS involving a large number of stakeholders to foster exploitation and dissemination of PROJECT Intellectual Outputs.

IMPACT ENVISAGED The partnership will bring together partners coming from several countries and their stakeholders, both academic and private, with the synergic power to reach a very large and diverse audience. The double-route to follow in the project is:

• Transfer innovative methodologies and approaches for VET to any interested parties (schools, higher education system, VET providers, adult learners, Erasmus + projects etc.)

• Recognise and validate the knowledge within partner staff thanks to ECVET system and a Memorandum of Understanding to validate an “Innovator in VET” profile.

• Create a network of European stakeholders interested in the introduction of innovation in Educational system.

PARTNERS • FA-Magdeburg GmbH - Germany • EURO-NET - Italy • GODESK S.R.L. - Italy • SBH Südost GmbH - Germany • Get Tallaght Working Co-operative Limited - Ireland • Universiteit Utrecht - Netherlands • Espoon Seudun Koulutuskuntayhtyma OMNIA - Finland


Good Practice

Document background

The document contains the result of the Good practice (GP) research under the project lifetime. The research about good practice examples is based on the Preliminary research about available tools, websites and activities that support IV4J present and available in each partner own country. It is composed by the Best example (selected by project partners) from each country out of 7 topics below. TOPICS:

1. Entrepreneurship education 2. Work-based learning 3. Creativity and CPS Methodology 4. Web 2.0 tools for VET 5. Gamification of learning, simulations and digital storytelling 6. Open Educational Resources (OER) 7. ECVET

CRITERIA used to select GPs: - Transferability - Transformative - Sustainability - Availability - Usability


Good Practice

GP 1 - The “Gripple” Innovation Methology How it works

Underlying Needs

This practice addresses several underlying needs: first, it introduces teachers to an entrepreneurship method (an innovation activity in this case) used in the world of work and business.

Second, teachers can apply the method to think differently about their own teaching practice/curriculum.

Finally, it is a tried and tested activity that they can use with their students, colleagues and other stakeholders.

Description of the Best Practice

The method in this case is an innovation methodology adapted from a company called Gripple Ltd by Ready Unlimiuted Consultants (UK) for the Education Market including VET.

Gripple Ltd is an employee owned manufacturing company, and its founder Hugh Facey has the ambition that at least 25% of turnover every year comes from new innovations. Gripple has a simple methodology to create new innovations: observe, find problems and innovate. The idea is that employees first ‘observe’: look meticulously at a situation, really scrutinse what’s happening and record what’s going on. Secondly, they identify all the problems they see. Thirdly, they turn the problems into opportunities to innovate.

The Gripple Innovation Methdology is introduced as part of a braoder Teacher Development programme, in the Huddersfield and Derbyshore area (UK) aimed at transferring the teachable

Geographical Area:

United Kingdom

Criteria:

Transferability, Sustainability, Impact What:

Three-step Invovation best practice – observe, find problems and innovate solutions

Implementation:

NATIONAL UK LEVEL

Reasons for Success:

The Gripple Innovation Methodology is based on a real-life innovation process, that appeals to teachers and learners alike.

Links:

www.readyunlimited.co.uk


Good Practice

elenements of entrepreneurial learning to teahcers and ultimately to students.

How it was implemented

An application of the three step innovation process as a pedagogical exercise in VET situations is as follows:

1) Ask for one volunteer per table to be a ‘yoghurt eater’ and all other team members to be observers.

2) Whilst the yoghurt eaters eat the yoghurt, the observers must meticulously record everything that they do – writing will help them remember. In particular, ask observers to watch out for any problems they spot in the process – it might be how the eaters take off the lid, what they do with it, how they hold the yoghurt, how well the spoon gets out the product, anything they spot or that the yoghurt eater seems to have trouble with.

3) Once the yoghurt eaters have finished, appreciate their effort with a quick clap and then ask the observers to share any problems they noted. Get feedback on common problems (including what to do with the lid, watery product, cheap/badly shaped spoon etc).

4) Now, ask the teams to think and discuss for one minute to come up with an idea which would address one of those problems.

5) Get feedback on their ideas – it might be a better designed spoon, a way of concealing the lid, a completely different shaped pot.

6) Say that one of the ways that Gripple Ltd comes up with new ideas is by looking at their product from very different perspectives, or from extremes. They might ask ‘What could we do with a giant Gripple?’ or ‘What could we do with a tiny Gripple?’ This means that there are now giant Gripple’s holding up bridges, and small Gripple’s holding up lights in kitchens.

7) Now you are going to apply this approach – looking at something from a different perspective – to develop a new yoghurt product. You are going to create a yoghurt product, from the perspective of some other famous brands, which addresses one or more of the problems you identified.

Effect – Impact of practice

The impact of the practice, within the broader Ready Unlimited Teacher Development programme, has been validated in a 2014 study of 21 schools and colleges in the Derbyshire region of UK (90 schools have received education in the practice at the time of the research). Participants in the study indicated that 86% of the schools inspected had positive comments about the enterprise/ enterprise style learning in the school, specifically, in addressing complex situations, such as enterprise, entrepreneurial learning and curriculum development (teachers).

Live Experience – Learners’ and Educators’ perspectives

From the Educators perspectives, the Good Practice helped-

• To identify a founder’s journey and values.


Good Practice

• To identify a real-life company and a specific methodology it uses to grow its business.

• To practice the innovation methodology.

• To plan how to use and apply the innovation methodology in different contexts.

From the Learners perspectives, the Good Practice helped-

• To think “outside the box” in identifying entrepreneurial solutions

• To gain insight into the world of enterprise and entrepreneurial thinking

• To experience the benefits of working collectively to solve problems

• To apply the methodology to non-business issues and complex non-business situations.

Practical Connection with VET

The methodology has been applied and tested in a range of Teaching environments including VET colleges, schools and non-school porgrammes. With a regional focus on the Midlands of England, the Best Practice has been also been applied in Kent, South Yorkshire, Bedfordshore, Sussex, Spain and Alacante.


Good Practice

Photos, pictures, logos

Gripple Product – Innovation Methodology used in VET education

Ready Unlimited Logo


Good Practice

GP 2 - The Swindon Family “LIFE” programme

2. Work-Based Learning

Underlying Needs

The Swindon Family LIFE programme offers an example of the co-creation of a new work-based learning approach to family intervention by multiple public agencies, a social enterprise and families themselves. At the core of the programme are a new set of relationships between public services and families and a concentration on developing their capabilities, networks and resilience.

The origins of the Family LIFE programme can be traced back to 2008 and recognition by public agencies in Swindon1 of the need for a new approach to families with complex needs. Local analysis shows Swindon has between 60 and 100 families living in the worst state of chronic crisis, while national data suggests that there are 300 families with five or more of the following risk factors:

• “Susceptibility to illnesses that impact on mental, physical and emotional wellbeing…;

• Domestic violence; • Life style habits such as smoking, poor eating habits, lack

of physical exercise; • Alcohol and/or drug abuse; • Financial poverty; • Child abuse and/or neglect; • Long term dependency on services; • Unemployment, a low skills base, and over reliance on

single large industries; • Living conditions including homelessness, ‘dirty homes’

and unstable living arrangements; • Behavioural issues leading to school exclusion leading to a

lack of education, social isolation and arrested development that impact on people’s long term futures and barriers created by criminal records.”

1 Including the Borough Council, Strategic Health Authority, Primary Care Trust and Wiltshire Police

Geographical Area:

Ireland / UK

Criteria:

Innovative/ Transferrable/ Transformative/ What:

The Swindon “Life” Programme is a work-based learning example of how services should be re-designed based on the primary feedback of the end-users

Implementation:

NATIONAL UK LEVEL


Impact, transferability,

Links:

www.swcouncils.gov.uk


Good Practice

Members of the local strategic partnership, Swindon Partners, were aware that there were a number of professionals in contact with these families, but – from the rising number of children in care and from anecdotal evidence – that these interventions did not meet the needs of families or enable sustainable change.


The approach to developing the Family LIFE programme was based on Participle’s methodology, a structured approach to learning and innovation which brings together design, policy and business tools.

Discovery

The process starts with a stage of discovery, bringing together “cutting edge thinking in design with cutting edge thinking in social change”. An important aspect of this stage was reconsidering – rather than assuming – the problem, before jumping to solutions. Participle and the Council worked with 12 families during this discovery phase, which included six months of the Participle team living and learning from families and shadowing front line workers.

The picture that emerged was of a disjoint between the approach of public services and the realities of the families: “we were just not speaking the same language.” It showed that government interventions were having little effect on the lives of families living in chronic crisis, and that the activity of the system was even creating a barrier to change.

Prototyping

The second stage of Participle’s approach involved a more in depth piece of work with four families to prototype the programme. Core to this was the recognition that change could not be achieved unless stakeholders learnt from direct experience of involvement wioth families and the families themselves wanted and were empowered to make it happen. Therefore, families were given control from the start, to the extent that they interviewed – asking questions that mattered and were relevant to them – and chose the public servants they wanted to work with.

During the prototype stage, the four families worked with the multi-agency team they had selected on a variety of projects and practical tasks (including gardening, decorating, shopping, cooking and managing home budgets). The intention was to enable families to develop the skills and knowledge they needed to begin to improve their lives, while also developing a new enriched relationship between the workers and the families – building a sense of trust and a safe space for them to open up to talk about their aspirations, as well as the issues they faced.


The LIFE programme is designed to be open to those families with the highest needs, that studies show are not embraced by standard FIP approaches. Since the prototype, the number of families involved in the LIFE programme has risen to nine. It is intended that a family will take part for between six months and two


Good Practice

years, but the LIFE team recognises that there may be a need for families to move in and out of the programme.

The team workers have recognised the potential danger of creating new dependency relationships or falling into the rescuing mode and make a conscious effort to avoid doing so: “we’re all the time thinking, is this empowering the family?” The programme works with a team – rather than key worker – model in order to create opportunities for different family members to bond with different team members, to lower the risk of burn out, increase the scope for questioning and challenge, and create more of a sense of “a team building something together”.

The LIFE team is currently made up of ten workers; seven work directly with families, one is a downloader (who records the reflections of the team workers of working with the families) and one an administrator. The team is multi-agency, with members seconded from a number of organisations, including the council, health, police and housing. The LIFE team members have generic skills, though they use and share each other’s specialist skills and knowledge.

The impetus of the programme is not just on the families to learn and change, but also for the team members to learn and change: “The programme is just as much a programme for workers as it is for families. We found that building the capabilities of the team and working in a very different way was just as key as the work that needed to happen with the families.”


The pilot in Swindon has demonstrated impact for families and significant cost savings for the local authority. As of July 2011 the data, based on 55 family members participating in Life between April 2009 and July 2011, shows: • 73% improvement in mental health conditions for those who reported this as a risk factor • 86% of children, where school attendance was an issue, reported improvements • 70% of children re-engaged with education, where this was an issue • 69% of adults are seeking/in employment or training • 86% of the 12 of families have a rent payment plan in place where this had been an issue • 92% of family members building positive relationships between themselves • 90% improvement in mental health conditions for those who reported this as a risk factor • 80% reduction in police call outs • 10 children not taken into care • 13 children no longer having a child protection plan • 6 eviction orders stopped • individuals seeking help for drug and alcohol abuse • 4 families (14 individual family members) having now exited the programme.


From the Learners perspectives, the outcomes achieved from the project were: • reduction in domestic violence;


Good Practice

• improved mental health through families supporting each other and learning to listen to and understand each other better; • sufferers of mental health issues engaging in social activities and work opportunities on which they had previously given up ; • better choices by families in how they spend their time, including eating better and being more active and more social; • individuals seeking help for drug and alcohol abuse.

From the Educators perspectives, the outcomes achieved from the project were: • a work-based appreciation of the challenges faced by families in seeking help for their various personal and family problems: • altered perception of the role of service-provider and end-user; • work-learning learning leading to the re-design and transformation of existing services; • basis for knowldeg transfer of approach to similar service provision/ re-design scenarios in UK/ Ireland/ Central European Countries; • applicability of approach to vocations other than social services and family support.


Good Practice


description

description


Good Practice

GP 3 - eFuture Programme on

Life and Work Skills

4.0 Web 2.0 Tools for VET

Underlying Needs

The Project objective was to develop a model and innovative

programme based on constructivist pedagogies, which

mainstream education and training providers could implement, to

transform engagement and learning outcomes for youth at risk.

The contention was that the use of Web 2.0 technologies in

the classroom may help to re-engage Youth at Risk as they

utilise, and learn through, tools that young people are

familiar and comfortable with.

Alongside that, the programme refocused teaching

methodologies - encouraging the teacher to become more of

a “mentor and guide” rather than the traditional “sage on

the stage”.

The primary target groups were Youth at Risk inside and outside of

formal education, and their teachers, tutors and guidance

counsellors across the partner countries: Ireland, Lithuania, Spain

and the United Kingdom. Youth at Risk are youth that are

disengaged or those in danger of disengaging from education or

Geographical Area:

Ireland/UK/Spain/Lituania

Criteria:

Educators and students What:

A practical model for ICT for educators

Implementation:


Ability to adapt

Multi perspective

Excellent putputs

Links:

http://www.efutureproject.eu

http://www.efutureproject.eu/

http://www.efutureproject.eu/


Good Practice

employment. The objective was to try and re-engage them, build their self-awareness, enhance

confidence, self-esteem and motivation and offer alternative ways to access education through the use of

latest technologies. From the teachers and tutors point of view the project strove to provide them with

innovative and cost effective guidelines and techniques for engaging with Youth at Risk and transforming

their teaching practices through embedding Web2.0 and mobile technologies.


This model was conceived and designed by the eFuture Project - an EU funded project which

aimed to experiment with and understand the potential impact of the use of Web 2.0 and mobile

technologies as tools for teaching, learning and re-engagement of those in danger of NEEThe

programme is made of pick-and-mix modules that mainstream education and training providers

can implement into existing programmes to transform engagement and learning outcomes for

Youth at Risk.

The Programme introduced a variety of methods in which new technologies could play a part in

learning and employability prospects whilst also providing NEETS with skills and techniques for

seeking or acquiring employment. The programme was designed to address specific skills and

strategies that a young person in danger of becoming NEET will find useful - whether they

continue in education or begin their journey into employment and that will serve to boost

confidence and self-awareness.

Best practice: eFuture Training programme for Youth at Risk is available to download, in full, at http://

www.efutureproject.eu/project-outputs

http://www.efutureproject.eu/project-outputs



Good Practice

This programme addressed four key thematic areas: 1) Self Awareness and Self Evaluation 2) Study &

Research Skills 3) Communication and Collaboration 4) Web 2.0, Social Media and Technology.

The programme drew upon electronic resources (Web 2.0) that were widely available and are either free

or, worst case scenario, have minimal institutional registration fees. In the majority of cases, these

resources were available either via PC/Mac or via mobile device (Smart Phone, iPad etc.).

The model focussed on the following steps:

Storyboarding your sessions is another dimension that was tested.


Good Practice


The eFuture consortium was made up of five organisations representing four European countries

that bring a wide range of pedagogical and technological knowledge as well as direct experience in

working with the target groups. They represented all education levels: schools, higher education,

vocational and adult education thus building a strong transversal profi le of the project

consortium.

The programme was designed to be as flexible as possible to ensure optimum accessibility for all

students and teachers. The programme was not static; teachers and students, through working

collaboratively, were able to concentrate on specific areas that meet their own needs at different

stages and many of the programme areas are elective.

The course requires 20 hours direct contact time and around a further 20 to 25 hours self-study (in

or out of class) and group work (in or out of class). The follwoing stages are worked through, with

the support of WEB 2.0 technologies:

1) Self-awareness and self evaluation

Throughout the programme students are asked to assess both their peers and themselves.

2) Study & Research Skills

Study and research skills are very important to this programme and they enter each element.

These are key skills for any individual to progress within education or into a career and this

programme aims to equip students with tools and techniques that will work for them.

3) Communication and Collaboration Another key skill that is seen to be lacking in the majority of

those in danger of NEET is the ability to communicate themselves clearly and concisely and

through a range of media.

4) Web 2.0, Social Media and Technology – Whilst teaching how to use the web and mobile

technologies is not taught directly, the key tools used within the programme are exactly that -


Good Practice

Web, mobile and social - almost as a by-product of the programme students will find that they

leave with an enhanced knowledge of, and confidence with, these technologies

Example: iPads in Schools

RTE, the national television broadcaster in Ireland, visited the eFuture class in Collinstown

Community Park College to record students and teachers sharing their experience using iPads

instead of books as part of the eFuture programme.


The eFuture project contributes to promoting the social inclusion in Europe through development of a

model, programme and resources that will allow teachers and trainers to better use Web 2.0 technologies

and mobile devices in engaging Youth at Risk and supporting their progression into further education or

employment.

The project developed new methods for the use of ICTs, Web 2.0 and Mobile Learning which mainstream

education and training providers can adopt to support large numbers of Youth at Risk in order to improve

their capacity to enter the labour market and to progress to further education. Therefore the project will

builds a new learning experience for Youth at Risk with the use of Web2.0 and mobile learning.

The project resulted in a significanty body of useful resiources for those working in ICT/WEB2.

Project outputs: (all available to download at http://www.efutureproject.eu/project-outputs )

1. Research report on ICT and Youth at Risk

2. ICT Model for Education Providers

3. eFuture Programme on Life and Work Skills

4. Teacher Resources

5. 5 Steps to Success

In Ireland the programme was adopted by the Collinstown Park Community College and is on-going within

the Transition Year programme with further integration of the programme into cross-curricular subjects

outside of the Transition Year programme. This model will be further promoted to other colleges of Co

Dublin VEC and other VECs across the country.

In UK the programme was offered in various ways within Partner’s own Federation of learning institutions

(over 30,000 students combined).



Good Practice


The programme and related resources have already made significant impact on the Youth-at-Risk and

Teachers and Tutors who took part in the pilot testing activity. Young people mastered innovative tools for

use in their everyday activities which positively impacted on their motivation and confidence. Students

were satisfied with the opportunity to choose what they like and what can be useful for their future. Tutors

enjoyed working with individual students as they chose different ways of learning that highlighted the

needs of learners and new learning strategies.

This programme gave all partners an avenue to address a particular problem area, common across the

Partner institutions (and beyond) i.e. high dropout rates and the programme can be used as one of a series

of measures to stem these figures. The project has also stimulated a broader discussion around the school

policies on the use of ICTs, electronic devices including mobile phones, which has caused a significant

challenge for Irish pilot team in particular.

As outlined in the final project report, Staff members participating in the project have broadened their own

personal and professional cross-cultural awareness of educational issues within the Partner countries.

Planned collaboration initiatives with other partner educational institutions provide the potential for

forging new student/staff foreign exchange opportunities. In addition, first hand observation of other

facilities and working projects has injected new ideas and enthusiasm for reviewing own educational work

practices and approaches.

As highlighted in the External Evaluation Report “the eFuture consortium was efficient and effective. The

composition of the consortium ensured included the required expertise and knowledge to achieve all

Project Targets. It brought together a wide range of pedagogical and technological knowledge as well as

direct experience of working with the target groups. Crucially, the partners represented all education

levels: schools, higher education, vocational and adult education thus building a strong transversal profile

of the project consortium.”

“A different approach to learning which I enjoyed” [Student]

“I feel much more mature and confident having completed the course” [Student]

“I enjoyed trying this course out. It will alter the way I teach my regular courses, I shall look for

opportunities to develop the use of online resources and feedback/interaction through posting online –

probably on our internal system rather than on a public one.”[Teacher]


Good Practice

‘At first i thought this class was going to be another way of doing no work, so i was looking forward to it!

Then it turned out i was just looking forward to it because it was fun and not like school is usually!’ –

Student, Norfolk, Year 11

Overall, the eFuture programme proved its potential as an intervention approach within schools and was

evidenced by over 90% of students indicating that they saw themselves continuing in education for the

subsequent 12 month period.

Practical Connection with VET

1. The 5 steps App that was developed, is both practical and educational in its application. This is an

innovative, interactive and user-friendly tool designed specifically for the youth at risk as a support to the

eFuture programme as well as a standalone resource. It works across different devices (smartphones,

tablets, PCs and laptops) and provides step-by-step guidelines, quick and easy tools for career planning, CV

and Interview preparation. The tool aims to give advice, stimulate thinking and action through technology

that is part of young person’s daily life.

The app can be accessed from the project website and can be further developed to cover new content e.g.

exam preparation or turned into a branded solution for an organisation.

Similarly, an example of how WEB2.0 was used in the a very practical sense, is evidenced below in the

delivery of classes, whereby blogs were used to review and critique work:


Good Practice

2. Another practical Excellent opportunity to contibute to the website

http://www.efutureproject.eu/resources

eFuture produced a comprehensive list of WEB2.0 supports for use by students and teachers,

examples below, which is still available online. It is not static, and is multi perspective.

Add your resource

Do you have or would like to suggest a resource for inclusion in this list.

Click here to send us a resource.

Examples submitted by contributors:

Quizlet, Submitted by Helen Brothers, Teacher, UK

Quizlet provides a way to find out or create what you need to learn using a variety of study tools and games,

useful for learning definitions or for language learning. Quizlet was developed in 2005 by a 15 year old

student. MOre than 12 million students now use it every month.

Lesson Plan - Dipity - Fun with Timelines, Teaching Science through Dipity

http://www.efutureproject.eu/resources

http://www.efutureproject.eu/submit-resource


Good Practice

Class: Science (but can be reused for any subject)

This lessons attempted to bring the characters and timelines of scientific discovery alive for the students of

the subject through the use of multimedia timelines that they create for themselves.

3. Finally, the availability of resources for teachers who would like to incorporate WEB 2.0 technologies in

to their classrooms is impressive.

The model:

Transforming

progression

and learning

outcomes for

Youth at Risk

through ICTs,

WEB2.0 and

Mobile

learning

Training programme

for Youth at Risk

GP 3 -


Good Practice

GP 4 - McDonalds Till Training Game, McDonalds UK/ Ireland

5.0 Gamification of learning, simulations, digital story-

telling

Underlying Needs

With the imminent launch of a new till system, McDonald’s came to City & Guilds Kineo with a challenge: they wanted to give crew members an opportunity to learn in a safe environment to practice and learn from mistakes, without customers getting frustrated. In addition, they wanted business results: improved accuracy, reduced service times, and higher spend. And to make the learning process enjoyable and fun.


Working together, City & Guilds Kineo and McDonald’s created a till training game to make it addictive, purposeful and fun. Using an innovative approach, a game was designed to target skill and knowledge – using a simulation of the new till system so that learner’s ability to take orders could be tested and using questions to assess knowledge on how to deliver the best customer experience.

During the game, players deal with customer orders, going between customer conversation and till entry, whilst being timed, to display their knowledge of the till system and keep their customers happy.

Gamification design elements used are

• Time pressure • Achieving a Sense of Completion

Geographical Area:

UK

Criteria:

Impact/Sustainability/ Transferability

What:

The Gamification of Till Training for McDonalds UK Crew Workers

Implementation:

NATIONAL UK LEVEL


Rapid, effective transfer of knowledge, and ability to train large numbers of student crew members in a sustainable manner.

Links:

www.mcdonalds.co.uk

http://www.enterprise-gamification.com/mediawiki/index.php?title=Player

http://www.enterprise-gamification.com/mediawiki/index.php?title=Gamification_Design_Elements

http://www.enterprise-gamification.com/mediawiki/index.php?title=Time_pressure

http://www.enterprise-gamification.com/mediawiki/index.php?title=Achieving_a_Sense_of_Completion


Good Practice

Lifelines, bonuses and panel elements were also added to enhance the gamification feel, but to also further engage the learner. Some of the features included:

• Perfection: Get the order 100% correct • 3 on the bounce: Get 3 correct orders in a row • Beat the clock: Finish the game with time to spare • Happy camper: Keeping the customer satisfaction meter high • Time to spare: Complete the order before the timer runs out


Since the implementation of the till game, McDonald’s have measured:

• 145,000 visits in year 1 and remains the most popular employee portal page McDonald’s have ever launched

• 85% of crew members believed the till training game helped them understand the new system and will help with their future performance

• a reduction of 7.9 seconds for each till service • an increase in their average cheque by 15p (totalling an increased average of £18,000 per restaurant).

That’s £23.7 million in the UK alone.

It is also award-winning Gamification project, taking a Silver Learning Technologies Award in the 2014 LPI Learning Awards and Gold at the 2014 Elearning Awards, with the judges stating:

"Delivering high success rates, cost savings and a greater uptake of training and knowledge retention, the game has been an unquestionable success. This was an entry which has had a clear an ongoing business impact, spreading virally around the business with great learner engagement. This simple well-designed game stands out as a great example of how games can be used in learning."


Results

This was the first time McDonald’s have used a game for learning. Despite not being mandatory, the till game had 145,000 visits in year 1 and remains the most popular employee portal page McDonald’s have ever launched. 85% of crew members believed the till training game helped them understand the new system and will help with their future performance.

Great Learner Engagement

Here’s what some of the crew had to say:


Good Practice

“It really got the competitive edge going – we were talking about our scores after playing.” “It was good to learn about the new system before trying it out in front of customers.”


Good Practice


Opening Screen Shot

Game Page


Good Practice

GP 5 - ALISON OER

5. Open Educational Resources

Underlying Needs

In respoce to the need for free/ low cost certified online learning

ALISON (Advanced Learning Interactive System Online) is an e-

learning provider and academy founded in Galway, Ireland in 2007

by serial entrepreneur, Mike Feerick, the majority of its

programmes being vocational in nature.

Its stated objective is to enable people to gain basic education and

workplace skills.[5][6] Contrary to other MOOC providers with close

links to American third level institutions such as MIT and Stanford

University, the majority of ALISON's learners are located in the

developing world with the fastest growing number of users

in India. ALISON registered its 5 millionth learner in February 2015,

making the online education provider one of the biggest MOOCs

outside of the US.


ALISON invites publishers to put some of their courses on the

platform, some who wish to do so for no monetary return, others

in turn agree to provide their content for free on ALISON's website

due to the shared revenue gleaned 'mostly from advertising and

sales of certificates.'[5] According to The Economist, the company

seeks to drive education through advertising in the manner of

television and radio. Through the online pay per click advertising

revenue model, ALISON has founded a business model whereby

Geographical Area:

Ireland / UK

Criteria:

Impact/ Sustainability/ Innovation What:

An Open Educational Resource providing free certified vocational training programmes to 9 million registered users.

Implementation:

NATIONAL IRELAND/ GLOBAL LEVEL


Ability to attract advertising revenue to pay for the online facilities, resources etc.

Links:

www.alison.com

https://en.wikipedia.org/wiki/E-learning

https://en.wikipedia.org/wiki/E-learning

https://en.wikipedia.org/wiki/Galway

https://en.wikipedia.org/wiki/Entrepreneurship

https://en.wikipedia.org/wiki/Mike_Feerick

https://en.wikipedia.org/wiki/ALISON_(company)#cite_note-NYTIMES-5


https://en.wikipedia.org/wiki/MOOC

https://en.wikipedia.org/wiki/MIT

https://en.wikipedia.org/wiki/Stanford_University

https://en.wikipedia.org/wiki/Stanford_University

https://en.wikipedia.org/wiki/India


https://en.wikipedia.org/wiki/The_Economist

https://en.wikipedia.org/wiki/Pay_per_click


Good Practice

'learners in the developed countries are essentially paying for those in developing countries' while providing

the learning materials free.


ALISON now provides training to over 9 million registered users, offering over 750 courses across certificate

and diploma level in ten languages. The certificate level courses necessitate 1–2 hours study with the more

rigorous diploma level offerings requiring 9–11 hours study on the part of the learner. ALISON note on their

website that 'there is no time limit on completing a course, so learners can study entirely at their own pace'

and that some of the courses such as the Microsoft Digital Literacy Program may take up to 20 hours to

complete.


Some educators have argued for the ineffectiveness of the MOOC model of this kind in delivering real

educational impact, highlighting the lack of personal interaction with educators and the high drop-out rate

of users with no incentive to commit without any material investment of their own. Naturally, the learners

regard the free aspect of the learning as highly attractive, despite the drawbacks of learning remotely.

Other sources have noted the 'sustainable' manner of ALISON's operating procedure, The

Economist suggesting that ALISON generates 'plenty of revenue' on its website while still providing its

learning materials of 'mostly vocational education' for free.

In response to challended form educators that the Alison course are not accredited and therefore of limited

valu e in the external market, ALISON states in its website-

“In an effort to keep programme costs down, ALISON has not sought to be, nor has been approved by any

accrediting body and does not represent itself as an “accredited” programme of any of these organisations.

ALISON has built a reputation around the world for providing high-quality learning services. ALISON courses

are devised in accordance with best practices worldwide. Standards applied mirror those instituted by the

Microsoft Corporation (IT Literacy), the Health and Safety Authority (Health & Safety) and the Australian

High School standards (our school curriculum courses). ALISON Certificates of Completion provide evidence

that the learner has acquired the relevant knowledge/skill-set.”

ALISON offers an additional feature, not available from traditional course providers. The ALISON Test

feature enables the testing of the knowledge level of ALISON graduates online, anywhere, at any time. The

facility is used by employers, organisations and institutions around the world. No other method of learning

offers such a dynamic validation of competence and knowledge.”

https://en.wikipedia.org/wiki/Microsoft

https://en.wikipedia.org/wiki/Digital_Literacy

https://en.wikipedia.org/wiki/MOOC




Good Practice


Getting Started Page on Alison.com

Promotional Logo


Good Practice

GP 6 – QUAKE PROJECT

7.0 ECVET METHODOLOGICAL FRAMEWORK AND GUIDE

(QUAKE PROJECT) – Mary Immaculate College, Limerick

Underlying Needs

To further the capacity for Educators using the ECVET process, the QUAKE project involved a strategic partnership between seven partners from five European countries (Belgium, Bulgaria, Spain, Ireland (Mary Immaculate Project, Limerick) and France aiming to develop the capacity of teachers working in the vocational education and training (VET) sector in the implementation of ECVET.


The good practice arising from the project is the ECVET Methodological Framework for learner mobilty and teacher development and a Methodological Guide to help schools and teachers to implement ECVET.

The objectives of the Quake Project were :

1. Carry out and review the current state of play in ECVET implementation in the five countries of the partnership;

2. Plan and implement ECVET in several VET settings across Europe;

3. Design and deliver a program of training for teachers, targeting their knowledge and skills in ECVET ;

4. Write and publish a methodological framework and guide to help schools and teachers to implement ECVET .

5.To achieve these objectives, the project will carry out a review of ECVET implementation to date, conducting a needs analysis of schools and teachers in the use of ECVET. Certain VET modules from agriculture-nased programmes will be chosen as the basis for an experimentation with ECVET.

Geographical Area:

Ireland / Europe

Criteria:

Innovative / Transferable Transformative / Sustainable What:

Development of a Methodological Framework and Guide to assist Teachers and Students

Implementation:

IRISH NATIONAL LEVEL IRISH / EUROPEAN


Standardisation of approach and ease of transfer of knowledge

Links:

www.mic.ul.ie


Good Practice

How it will be implemented (Project Ongoing)

A programme of CPD training for teachers has been developed incorporating ECVET in the assessment learning outcomes. Once the first training programme for teachers has been put in place, the mobility of a small number of learners will be organized, and subsequently evaluated through a survey of participants. This will be followed by further professional development (both onsite and online).

A methodological guide for teachers has been prepared and is being published. In this way, the Quake project targets not only learner mobility and permeability between education and training systems in Europe but also, and especially teacher professional development and the engagement of VET institutions. The work of the project has been supported by contributions from national ECVET experts, and incorporates various quality assurance activities. This will ensure appropriate compliance with agreed schedules, including the regular production of technical and financial reports by partners.

In addition, national dissemination seminars for the presentation of the work done (reviews of existing practice, needs analysis, methodological guide, training curriculum, and other tools) have cpm,mmenced and will enhance the dissemination of knowledge. Dissemination will be an important part of the work and will be supported through the use of a project website, social media, digital publications and videos. The final dissemination event will be a European conference in Paris in 2017. This will be the last step before submission of the final project report.


Good Practice


Project logo

Project Quake Team


Good Practice

How to use this document - information for all partners: Please adapt this document to your needs but do not change the layout..

COVER – replace the parts in yellow

• replace the present name with the name of your organization. • replace the country.

GOOD PRACTICE

• replace the name of your country • replace the flag OF THE COUNTRY where the GP is coming from

• Photos: use small dimension of the photos, logos, etc… • To add extra good practice layout proceed: • Insert / page • Copy and paste into the new page the layout of the good practice.

LAST PAGE

• “Good Practice examples in open government initiatives from your organisation name - country ʺ developed under Erasmus+ project Innovation in VET and Employment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Internatio-nal License. Replace the parts in yellow

• Authors: Get Tallaght Working Limited – Ireland. insert the name of your organization and/or the staff working at


Good Practice

Credits

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

“Good Practice examples Innovation in VET and Employment from your organisation name - country” developed under Erasmus+ project Innovation in VET and Employment is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Internatio-nal License.

contact www.IV4J.eu Authors: xxxxxxxxxxx Content setting: FA-Magdeburg, Euro-net Layout design by: Euro-Net Publisher: IV4J.eu, vetinnovator.eu Free publication, April 2017

http://iv4j.eu/

http://creativecommons.org/licenses/by-nc-sa/4.0/

http://www.iv4j.eu/

Good Practice examples - IV4J · PRACTICES/METHODOLOGIES in VET: Entrepreneurship Education,...

Documents

Transcript of Good Practice examples - IV4J · PRACTICES/METHODOLOGIES in VET: Entrepreneurship Education,...